Spatial working memory in young adolescents with different childhood trajectories of internalizing, conduct and hyperactivity/inattention problems.
child psychopathology
conduct problems
group-based trajectory modelling
hyperactivity
inattention
internalizing problems
spatial working memory
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
Sep 2021
Sep 2021
Historique:
revised:
23
09
2020
received:
29
06
2020
pubmed:
9
12
2020
medline:
26
11
2021
entrez:
8
12
2020
Statut:
ppublish
Résumé
In children, internalizing and externalizing problems impact on learning. However, there is limited research on the specific impact of such problems on spatial working memory (SWM), strongly related to cognitive ability and children's learning. We explored distinct trajectories of internalizing problems and externalizing problems (conduct problems and hyperactivity/inattention) in a large general-population sample of children followed from age 3 to age 11 years. We then assessed their role in SWM performance at age 11 years. Data were drawn from the UK's Millennium Cohort Study. Our analytic sample was children with data on SWM at age 11 years (N = 12,589). There were two stages of data analysis. Trajectory group membership was firstly estimated by group-based trajectory modelling for internalizing problems, conduct problems, and hyperactivity/inattention at ages 3-11 years. Multiple regression then assessed the relationship between SWM at age 11 years and trajectory group membership after accounting for confounders. Trajectories of internalizing, conduct, and hyperactivity/inattention symptoms across ages 3 to 11 years were related to SWM at age 11 years, even after controlling for confounding variables. For each of the three symptom domains, poor SWM was most consistently found in children with chronically high levels of symptoms. In general, atypical patterns of internalizing problems, conduct problems, and hyperactivity/inattention in childhood were related to poorer SWM in early adolescence.
Sections du résumé
BACKGROUND
BACKGROUND
In children, internalizing and externalizing problems impact on learning. However, there is limited research on the specific impact of such problems on spatial working memory (SWM), strongly related to cognitive ability and children's learning.
AIMS
OBJECTIVE
We explored distinct trajectories of internalizing problems and externalizing problems (conduct problems and hyperactivity/inattention) in a large general-population sample of children followed from age 3 to age 11 years. We then assessed their role in SWM performance at age 11 years.
SAMPLE
METHODS
Data were drawn from the UK's Millennium Cohort Study. Our analytic sample was children with data on SWM at age 11 years (N = 12,589).
METHODS
METHODS
There were two stages of data analysis. Trajectory group membership was firstly estimated by group-based trajectory modelling for internalizing problems, conduct problems, and hyperactivity/inattention at ages 3-11 years. Multiple regression then assessed the relationship between SWM at age 11 years and trajectory group membership after accounting for confounders.
RESULTS
RESULTS
Trajectories of internalizing, conduct, and hyperactivity/inattention symptoms across ages 3 to 11 years were related to SWM at age 11 years, even after controlling for confounding variables. For each of the three symptom domains, poor SWM was most consistently found in children with chronically high levels of symptoms.
CONCLUSIONS
CONCLUSIONS
In general, atypical patterns of internalizing problems, conduct problems, and hyperactivity/inattention in childhood were related to poorer SWM in early adolescence.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
827-849Subventions
Organisme : Economic and Social Research Council
ID : ES/N007921/1
Informations de copyright
© 2020 The British Psychological Society.
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